I completed the graduate courses listed below at Michigan State University (MSU) earning a Master of Arts in Educational Technology (MAET) and Graduate Certificate in Serious Game Design. Here you can find the course titles, instructors, descriptions of course objectives, and my learning experiences.
*CEP = Counseling, Educational Psychology, and Special Education
*MI = Media and Information
CEP 810: Teaching For Understanding With Technology
Instructors: Alison Keller & Ben Rimes – Spring 2015
As my first course in the MAET program, Teaching For Understanding With Technology introduced the intersection of technological, pedagogical, and content knowledge (TPACK) as the optimum foundational framework for effective teaching. Leveraging technology, I identified and grew my professional learning network, changed the workflow in my school’s office culture, repurposed and integrated technology into a lesson plan, and embarked on a networked learning project embodying the kind of open source learning available in the 21st century. This course expanded my previous definition of technology to include both digital and analog.
CEP 811: Adapting Innovative Technologies In Education
Instructor: Amy Pietrowski – Spring 2016
Building upon CEP 810, Adapting Innovative Technologies In Education reinforced the necessity to repurpose and create by introducing theories of constructivism and maker education. Delving into Creative Commons, for we were taught well to also be responsible in our creating, I used open source video editing and infographic software to portray my visions of maker culture before creating applying those principles to build a Makey Makey game console from a bamboo steam tray. I researched theory and wrote about my optimal classroom, but also designed it in Sketchup. CEP 811 pushed my thinking on innovation, and for my final reflection I wrote about thinking inside the box and how constraint breeds creativity. This course showed me how resourceful teachers who adapt technologies can use their creativity to embellish their lessons and inspire students.
CEP 812: Applying Educational Technology To Issues Of Practice
Instructor: Andrew Steinman – Spring 2016
As the third and final course in this introductory sequence, Applying Educational Technology To Issues Of Practice helped me analyze the benefits and drawbacks of my technological surroundings. To first appreciate the possibilities of technology in education-related problems, I applied Google Voice to tackle language learners’ fears of public speaking. Broadening my focus, I checked my infodiet for filter bubbles, which occur when web search algorithms feed you conforming views, and I used surveys to collect and analyze data regarding technology integration uses in my professional workplace. As a final project, I worked on a virtual team to strategize how educational environments could better use failure as a learning mode. This difficult problem had options for solutions with no clear best answer, encapsulating the careful attention needed when applying technology to further learning.
MI 831: Theories Of Games And Interaction Design
Instructor: Patrick Shaw – Fall 2016
While exploring failure as a learning mode in CEP 812, an often cited source was James Paul Gee and the potentials of digital game-based learning. Theories Of Games And Interaction Design allowed me to progress to actual serious game development, focusing on theories of interaction in order to inform the design of interactive media products. Since the focus was on grounding games in theory, emphasis was put on the game concept and design stages. In one project, for example, I applied Stephen Krashen’s Second Language Acquisition Theory and the learning theories of extrinsic and intrinsic motivation to learning a foreign language. MI 831 helped me see interaction design, along with Bartle’s player types, as also applicable to differentiating curriculum design.
MI 830: Foundations Of Serious Games
Instructor: Dr. Carrie Heeter – Spring 2017
Continuing past the concept and design stages of MI 831, Foundations Of Serious Games included iterative game prototyping. This included lessons in gamification, game adaptation, and storyboarding game core mechanics. Our final projects included all aspects of game design from the initial conception and playtesting user experience, to constant iteration and marketing. This project was full of rich learning experiences that demonstrated the intricate challenges of developing a game from idea to market. My game, EFL Foundational Grammar Decks, highlighted interactivity and was grounded in Piaget’s learning theory of assimilation and accommodation. It became a staple in my classroom.
CEP 822: Approaches To Educational Research
Instructors: Dr. Sarah Gretter & Patrick Beymer – Fall 2017
The immense number of variables in any educational context makes research complex. Approaches To Educational Research provided me a critical eye for not only the research strategies and methods I use to gather data but also what research I apply to my practice. For my semester-long research project, I wrote a paper guiding quantitative and qualitative research methods to routinely assess my school’s English as a foreign language curriculum.
CEP 800: Psychology Of Learning In School And Other Settings
Instructors: Dr. Diana Brandon & Amit Sharma – Summer 2018
Psychology Of Learning In School And Other Settings examined the complexities of learning. Applying different learning theories, like situated cognition and observational learning, to contexts in and out of school clarified how learning differs in each context, but also how learning might be better coordinated across contexts. We also considered the positive and negative role personal learning habits and digital tools play in the learning process. To conclude the course, I created an instructional activity reflecting ideas from my own personal theory of learning.
CEP 815: Technology And Leadership
Instructors: Candace Marcotte & Kyle Shack – Fall 2018
Building off the understanding of learning I forged in CEP 800, Technology And Leadership looked further at how the aims of education, integration of technology, and leadership styles can promote learning. I created a technology integration professional development strategy grounded in missional thinking, that addressed a problem, rather than tech-centric instrumental thinking. Lessons in managing elements of complex change and evaluating technology projects expanded my view of what it means to be a technology leader. My end-of-course Vision Statement focused on principles of leadership, explained by guru Peter Drucker, that success comes down to knowing ones own strengths and weaknesses, and how educators can foster these principles in students.
CEP 820: Teaching Students Online
Instructor: Dr. Anne Heintz – Spring 2019
Despite having been a student in numerous online courses, Teaching Students Online was my first view of online learning from the teacher’s perspective. Familiarizing ourselves with national standards for online course design and evaluating course management systems helped me better understand the affordances and constraints of both synchronous and asynchronous online teaching. Creating my own online course module gave me the opportunity to identify tools that best matched my teaching objectives, allowed for effective communication, and promoted collaborative learning.
CEP 807: Proseminar In Educational Technology
Instructors: Dr. Matthew Koehler & Aric Gaunt – Spring 2019
CEP 807 was the capstone course for MAET students as well as other graduate students from MSU’s College of Education. Through the guidance of the course’s weekly projects, I produced reflections on my graduate experiences that all contributed to creating an online portfolio. Everything from past and present goals, a coursework showcase, and a working resume served to display myself as a teacher and lifelong learner. Work was routinely peer-reviewed throughout the course before the final presentation and evaluation with MAET faculty.